Seventh+Grade

Seventh Grade
Place date before each entry under each question. **9/2:** This week we have been working through standard 7-1. We have discussed the types of colonies set up in the new world, and how each European country established themselves in the Americas. This week has also been about trading routes between Europe, Africa, and the Americas, including the slave trade and its affect on Africa. We will begin next week with the study of mercantilism, capitalism, and the developing international trade market. We are also beginning to post the stems from language arts that relate to social studies on the doors for the students to see and make connections.
 * Where are you on your long-range plans, pacing, and content standards?

**9/9:** This week we are continuing to work through standard 7-1. We have done the slave trade, mercantilism, capitalism, and the developing international trade market. We will finish this week and begin next with trade and colonization in Asia. Unit 1 tests will be given next week. We have been working to compile common assessments to use throughout the year.

**9/16:** ﻿﻿This week we are testing on Unit 1 which covers all of standard 7-1 (exploration, colonization of America and Asia, effects of colonization on Africa, and the emergence of mercantilism and capitalism. On Friday, 9/17, we will be covering information on the U.S. Constitution for Constitution Day. This is on track with our pacing guide. Next week we will start standard 7-2 which begins with the Enlightenment.
 * 9/23: ** This week we have done test corrections and started Standard 7-2. We are discussing limited and unlimited governments in England. This includes the English Civil War and the Glorious Revolution and how the government changes over time.
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * 9/2:** Right now we are working under the assumption that the colonization standards are strong. The students in the past have done well with this standard and we are analyzing student strengths and weaknesses with day to day observations. We will be developing our nine weeks test using USA Test Prep.

**9/9:** Right now we are working under the assumption that the colonization standards are strong. The students in the past have done well with this standard and we are analyzing student strengths and weaknesses with day to day observations. We will be developing our nine weeks test using USA Test Prep.

**﻿9/16:** After the first interim period, we realize we can increase rigor in our classrooms. The students are meeting our current expectations with most of them getting As and Bs. There are a few students with C's or lower that we have asked to come to tutoring to recieve extra help before the unit test. **﻿9/23:** All students were allowed to make corrections on their unit 1 test. Afterwards, they had the opportunity to come to tutoring and rebound the test.
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * 9/2:** We do not have MAP scores yet, and therefore have not differentiated by those scores. We have been differentiating using interest and learning styles in the hopes that we can achieve better PASS results by making the material more interesting.

**9/9:** We do not have MAP scores yet, and therefore have not differentiated by those scores. We have been differentiating using interest and learning styles in the hopes that we can achieve better PASS results by making the material more interesting.

**9/16:** Once we recieve student RIT scores for ELA MAP scores, we will meet with the ELA teachers to find more natural integrations to assist the students who need extra help and will also increase reading and writing activities with those students who have strong scores.
 * 9/23: ** All of us used test corrections BEFORE allowing rebound forms to go home. This allowed the students who did not do well to revisit the information and improve their test grades. We are using the warm-ups as formative assessments of what the students remember from the day before or from previous lessons to assess readiness. If they need extra help with these questions, we go over the information again.


 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * 9/2:** Compare and Contrast (level 2) the European colonies in the Americas; analyze (level 4) the products exchanged in the Columbian Exchange and the Triangular Trade; examine the relationships (level 4) between each group of people involved in the Triangular Trade; identify (level 3) the types of colonies set up in the Americas and the countries that settled in America

**9/9:** Within the lessons this week, we have used explain (level 5) mercantilism and capitalism, create (level 5) a persona writing based on the slave trade, analyze (level 4) primary and secondary sources on the sugar trade.

**9/16:** Within this weeks lessons we have compared/contrasted (level 2) the colonization in America and Asia, explain (level 5) your agreement or disagreement with Adam Smith's philosophy of government, display (level 4) your knowledge of exploration and colonization on the unit test. **﻿9/23:** Yarborough's students created (level 5) a social contract for each class this week. All teachers has been outlining (level 2) the steps England took to get to a limited government. We are also analyzing the relationship (level 4) between England's limitation of power and the English colonies eventually creating a constitution.


 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * 9/2:** We have not had a formal assessment yet.

**9/9:** We are using levels 1-5 in our test questions for Unit 1 to test for mastery of the colonization standards that will be next week.

**9/16:** We are using levels 1-5 in our test questions for Unit 1 to test for mastery of the colonization standards that will be next week. **9/23:** We have aligned the levels of Bloom's to the levels in the indicators. These levels range from level 1 to level 3. There are some questions that require level 4 or 5 in both multiple choice and short answer questions.


 * Comments ~ Concerns ~ Needs (resources)
 * 9/2:** We planned with the ELA teachers today for about 30 minutes trying to find natural connections between classes. We will connect in the next few weeks with biographies and personas.

**9/9:** We are good to go this week! **9/16:** We are good! **9/23:** We like the addition of formative/summative assessments!

Teachers in attendance: **9/2:** Meetze, Smith, Yaman, Yarborough **9/9:** Meetze, Smith, Yaman, Yarborough ** 9/16: ** Meetze, Smith, Yaman (Yarborough out today) **9/23:** Meetze, Smith, ﻿Yaman, Yarborough